
Book_^_jr 



STATE- OFNEWYORK 
EDUCATION DEPARTMENT 



DEDICATION 

STATE EDUCATION BUILDING 

ALBANY OCTOBERT5 16 17 

1912 



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NEW YORK STATE 
EDUCATION DEPARTMENT 



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SOUVENIR OF THE DEDICATION OF THE 
NEW YORK STATE EDUCATION BUILDING 

Albany, October 1 5, 16, 17, 1912 




Seal of Educarion Department 



STATE OF NEW YORK 
EDUCATION DEPARTMENT 






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PREFATORY NOTE 

This little book has been prepared for the 
double purpose of providing a souvenir of the 
dedication of the State Education Building 
(October 15, 16 and 17, 1912) and of affording 
our friends a mere glimpse into the organiza- 
tion and operations of the New York State 
Education Department. It is expected to 
follow the dedication exercises with a full 
report of all that transpires. 

Credit for gathering and arranging the 
materials for this publication is duf to Mr 
Lloyd L. Cheney, the official editor of the 
Education Departrnent. 

QOMMISSIONER OF EDUCATION. 




The stairway leading to the third floor 



THE STATE EDUCATION BUILDING 

HISTORICAL 

TO find the inception of the idea of the New York State 
Education Building, one must look back to the unifica- 
tion of educational interests of the State in 1904. 
Bringing together under one organization two State Education 
Departments which had become radically separated was an 
epochal achievement. It was felt that there ought to be a 
monument to this singular accomplishment and that nothing 
would be more appropriate than a great state building which 
would indicate to the State and to the entire world the interest 
which New York maintains in both popular and higher education. 

The need of a separate building, however, was not based 
entirely upon sentiment. There were sufficient reasons of a 
more practical nature. As the Department had grown and 
spread out, it had come to occupy rooms in widely separated 
parts of the Capitol and in other buildings in different sections 
of the city. The efficiency of the Department was seriously 
impeded and unity and discipline were nearly impossible. Its 
priceless collections of books and manuscripts and its valuable 
museum specimens were improperly housed and were in danger 
from fire. 

The first official step looking toward the erection of the new 
building was taken by the Commissioner of Education, January 
1 8, 1 905, when he addressed to the Board of Regents a commu- 
nication calling attention to the inadequacy of the quarters then 
occupied, and suggesting that initiatory steps should be taken 
looking toward the erection of a building to be devoted exclu- 
sively to the State's educational activities. Nothing having 
resulted in the meantime, the Commissioner again brought the 
entire matter to the attention of the Board of Regents at their 

9 




Site of Education Building, looking east from Swan street, 1907 

meeting of December 14, 1905. The Board adopted a resolution 
indorsing the statements of the Commissioner and appointed a 
committee to consider the matter. The initial legislative action 
was taken February 14, 1906, when Senator John Raines intro- 
duced in the upper house a resolution setting forth the 
inadequate accommodations of the Education Department, and 
calling upon the finance committee to make inquiry and report 
such recommendations and bill as it thought advisable. The 
resolution was unanimously adopted and on March 29th Senator 
Raines introduced a bill providing for the acquisition of a 
site and the erection of a State Education Building, The bill 
provided $3,500,000 inclusive of the site. On April 20th the 
Senate finance committee made a careful report reviewing the 
work of the Department, its divisions, its jurisdiction, and its 
inadequate quarters, and reported a carefully revised bill. 
This bill provided a plan for determining the architectural design, 
and appropriated $3,500,000 exclusive of the site. The bill 
passed the Assembly on the last day of the session and was 
signed by Governor Higgins June 1 , 1 906. 

10 




Site of Education Building, looking west from Hawk street, 1907 

The site was readily determined, the total cost of which 
was $466,440.75. There was more difficulty, however, 
in selecting an architectural design. Sixty-three designs 
were submitted in the first competition. The authors of the 
best ten designs were asked to enter a second competition, 
and from the plans submitted, all but three were eliminated 
for the final choice. The Board of Award was divided as 
to the selection of a classical design or one embodying quite 
different principles of architecture. After some little delay, 
the Board of Award on May 16, 1907, announced the selec- 
tion of the design which has since been executed, and of 
which Messrs Palmer and Hornbostel of New York City were 
the architects. 

It was May 1908 before the finished plans could be delivered 
to contractors for estimates. There were about thirty bids for 
the work or parts of it, and on July 10, 1908, the contract for 
the entire work was awarded to the R. T. Ford Company of 
Rochester for the sum of $3,622,282. The work was actually 
commenced July 29, 1908, when the first cement and stone were 
thrown into the trench. By the terms of the contract the work 



should have been completed by January 1, 1911, but it was 
continually delayed for one reason or another. 

Thus the Commonwealth which has always stood for the most 
centralized and efficient support of public education; in which 
the first common school was established; which was the first to 
create a state board to charter and supervise colleges and 
academies; the first to appropriate money to common schools 
and to establish a permanent common school fund; the first to 
create the office of State Superintendent of Common Schools 
and a State Department of Public Instruction; and the first to 
unify all its munificent and innumerable educational activities 
under one administration, is the first to erect a separate building 
to stand exclusively and aggressively for its concern about the 
intelligence and the character of all its people. 

DESCRIPTIVE 
The architectural treatment of the building was decided upon 
after much study and research. It was essential that the 
building should be dignified and imposing, and that its archi- 




The beginning of work on the Education Building, December 18, 1908 

12 



tecture should be of a character to withstand the changing years. 
It was also necessary to consider the location of the building, 
which faces the south and does not permit its being viewed in 
front from any considerable distance. The classical design 
which has now been executed was selected as best meeting all 
the requirements. 

The building has a frontage of 659.6 feet on Washington 
avenue, is 140 feet wide, and the wing in the rear is 190 by 165.87 
feet. It stands 50 feet back of the building line, allowing some 
space for landscape architectural treatment. Within the space 
between the building and the street sidewalk, lawns, intercepted 
by walks, have been laid out. A wide flight of easy steps leads 
to the main entrance at the center of the building. There are 
other entrances at either end. 

The main fagade, extending the entire length of the front of 
the building, consists of a huge colonnade resting upon a power- 
ful stylobate; behind the colonnade is an arcade, ample in its 
proportions and interesting in its repetition. The wall behind 
the colonnade is broken by a series of large semicircular openings 
which allow great window area. The entire facade is crowned 
by a solid wall which gives it unity and strength. The 
columnar treatment is also carried across the ends of the 
building. The materials used on the front and end facades are 
for the most part white marble, terra cotta and gray granite, 
the latter being used for the stylobate, or base of the building. 
The rear walls are constructed of a light-colored vitreous brick 
and terra cotta. 

The basement contains rooms for service of all kinds, rock- 
cutting plant for the museum, workshop, janitor's and cleaners* 
rooms, toilet rooms for the staff and for the public, storage 
rooms, shipping rooms, a driveway and court for shipping 
purposes, elevators, ventilating, heating and lighting apparatus, 
and the lower floors of the great book stack of the library. 

At the eastern end of the building beginning in the basement 
and occupying two stories is the auditorium with a gallery and 
promenade on three sides. The stage has an architectural treat- 
ment of four huge Corinthian columns forming a curved loggia, 

13 




The arcade along the front of the building 
14 



and is flanked by large niches for pipe organs. The auditorium 
is lighted by twelve large windows and its decorative treatment 
is in a modified Greek style. It has a seating capacity of about 
nine hundred. 

To the right of the vestibule at the main entrance on the 
first floor is a massive and easy staircase leading to the second 
floor rotunda; to the left is the bureau of information. A broad, 
vaulted corridor runs east and west the entire length of the first 
floor, leading to exits at both ends of the building. By means 




The Commissioner's room 

of this corridor access is given to the various administrative 
offices of the Department which are located on this floor. The 
Regents chamber, which is in the southwest corner, has walls of 
Indiana limestone and a carved beam ceiling of oak. The 
Commissioner's rooms are adjacent to the Regents chamber on 
the front of the building, and are treated in the Tudor style of 
Gothic with mahogany wainscoting. Other offices on the front 
of the building accommodate the three assistant commissioners, 
the Administration Division, the School Libraries Division, and 

15 



the Visual Instruction Division. In the rear of the building on 
this floor are the Vocational Schools Division, the Law Division, 
the Teachers Retirement Fund Board, the printing section, the 
cashier's office, the storekeeper's room, the Inspections Division, 
the Attendance Division, the Statistics Division, the supply, 
filing and mailing rooms, and general accommodations for clerks 
and stenographers. The wing in the rear on the first floor 
contains the continuation of the book stacks, and at either side 
the rooms for manuscripts, maps and charts, and for cataloging 
and accession work. 

From the rotunda on the second floor, several striking views 
are presented: to the north a great vaulted corridor 40 feet in 
width, 46 feet in height and 50 feet in length, leading to the 
general reference reading room; to the east a shorter vaulted 
corridor leading to the periodical room and medical library; and 
to the west a similar corridor leading to the law and legislative 
reference libraries. The rotunda, thus located at the intersec- 
tion of these vaulted corridors, gives a dominating climax to the 
architectural treatment. Over the rotunda, supported on 
pendentives, is a circular colonnade. This colonnade in turn 
supports a dome in which is a large skylight providing direct 
daylight to the rotunda below. The rotunda and its vaulted 
corridors are constructed of Indiana limestone. In the rotunda 
are the following inscriptions " 1784 1854 1904 The University of 
the State of New York"; "Here shall be gathered the best 
books of all lands and all ages"; "This library aims to uplift 
the State and serve every citizen"; "A system of free common 
schools wherein all the children of this State may be educated." 
Conveniently arranged between columns, steel cases afford suit- 
able provision for the most interesting historical exhibits; the 
rotunda is therefore virtually a historical museum. With its 
wings, the rotunda measures about 100 feet by 100 feet. The 
height of the dome above the second floor is 94 feet. In the 
disposition of the special libraries (medicine, law, sociological 
and technical) an innovation of a highly practical character. 
Involving the use of stack rooms in the center of the building, 
has been Introduced. This arrangement gives the reading 

16 




Looking toward the law library from the rotunda 

rooms the easiest access possible to their respective collections of 
books. The architectural treatment of these rooms is consist- 
ently simple and dignified. The general reference reading room, 
with its dependencies, occupies practically the entire north wing. 
It is placed directly above, and in immediate connection with, 
an immense stack room having a capacity of 2,000,000 volumes. 
The books are placed in artificially lighted stack rooms, the 
temperature, humidity and ventilation of which can be absolutely 
controlled. The architectural treatment of the general reference 
reading room is at once both novel and bold. It consists of 
twelve slender bronze columns supporting a series of terra cotta 
domes. The walls are of stone and the room receives sunlight 
by means of eleven huge leaded glass windows. The lateral 
dimensions of this room are 1 06 feet by 1 30 feet and the height 
of the domes is about 50 feet. On this floor, in connection with 
the rooms already described, are the necessary dependencies: 
offices of the director, card catalog room, studies, coat rooms, 
lavatories etc. On a mezzanine at the east end are the offices of 

17 




Museum rooms in course of construction 



the secretaries of the State Board of Medical Examiners and 
the State Board of Pharmacy and the inspector of nurse 
training schools. 

On the third floor are the offices and workrooms of the 
Examinations Division, the Educational Extension Division, the 
Public Records Division, the History Division, and the Library 
School. The main reading room of the library also extends 
through the third floor. The general conference rooms of the 
various State boards of examiners are located upon this floor. 

The fourth floor is devoted entirely to the State Museum and 
contains the State collections in geology, mineralogy, paleontol- 
ogy, entomology, archeology, botany and zoology. These col- 
lections will be housed in rooms lighted from above. The 
principal room on the south side of the building, though subdi- 
vided into sections, affords a vista its entire length. It is 570 
feet in length, 50 feet in height and 54 feet in width; it is not 
equaled in open and dignified space by any other museum in the 
country. These rooms are all given an agreeable architectural 
treatment. Access is afforded from this main museum to the 




Completed museum rooms 



north wing of the building; on going to the north wing, one 
passes the circular colonnade of the rotunda before mentioned; 
and between the columns a comprehensive view of the rotunda 
is afforded. The offices of the director of the museum and his 
assistants are located on a mezzanine in the rear, adjacent to 
the exhibition rooms. 

Not only is the building fireproof in every detail, but special 
provision has been made for the safekeeping of manuscripts and 
other valuable relics which are in the possession of the Depart- 
ment. A large safety vault, 15 by 43 feet, with ample 
steel boxes and cases, has been built in the basement. Within 
this there is a smaller vault of special construction which will 
be used for the safekeeping of the Emancipation Proclamation, 
Washington's Farewell Address, the Andre papers, the King 
Charles II Charter, the Washington relics and other unique 
papers and relics. 

The mural paintings which are to adorn the grand staircase 
and the rotunda are to be the work of the well-known artist, 
Mr Will H. Low. The general title of the paintings is to be 

19 



"The Aspiration of Man for Intellectual Enlightenment and 
the Results of its Attainment." There are about thirty-two 
panels with approximately 1730 square feet to be decorated. 
It is the belief of the artist that fifteen of these spaces may 
contain developed compositions of several figures, that four will 
permit the use of a single figure, and that the others must be 
treated by decorative ornament. 

Reviewing the plans as a whole, attention may be called 
finally to the arrangement of practical details; among these is 
the location of the driveway court under the north wing of the 
building which makes the delivery of books easy and direct; 
the concentration of lavatories and lockers for the service and 
for the public; the ample provision for mechanical transporta- 
tion, communication, ventilation, heating and lighting; and the 
thoroughness with which the construction of the building 
insures every modern facility for administration and assures 
every protection against fire. 

Such are the principal features of the State Education Build- 
ing: the effort has everywhere been made to answer practical 
needs, to conserve space as much as possible, to provide for 
future expansion and to treat the building in a thoroughly sane 
and modern spirit alike in its utilitarian and its esthetic 
aspects. 





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20 



THE PROGRESS OF EDUCATION IN NEW YORK 




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'HE real beginning of New 
York's common school 
system was in the early 
days of the colony of New 
Netherland. In 1633, only a 
few years after the settlement 
of the colony, the first public 
school in New York, as well 
as the first in the country, was 
established at New Amsterdam 
by the Dutch settlers. Under 
the encouragement of the 
Dutch other public schools 
were soon begun in the towns 
near New Amsterdam and 
along the Hudson river as far 
north as Albany. These 
early schools were all essen- 
tially elementary schools. They 
were followed in time by sec- 
ondary schools, and later came 
the higher institutions. This 
order, while appearing the 
logical and natural one, was 
quite the reverse of that fol- 
lowed in some of the colonies. In Massachusetts, for instance, 
the first appropriations were for Harvard College. 

Under the English rule in New York the public schools lan- 
guished. As the English had no elementary school system at 
home, they naturally were not interested in popular education 
in the colonies. During the century ending with 1 775 not a 

21 



single legislative act concerning the elementary schools was 
passed in New York, and only two relating to secondary educa- 
tion. Yet at no time was popular education entirely discarded. 
Before the outbreak of the Revolutionary War there had been 
established within the territory of New York several elementary 
schools, a few secondary schools, and Kings College. 

After independence, New York was first concerned with 
higher education. At the instigation of Governor George 
Clinton an act was passed by the Legislature in May 1784, 
creating the Regents of the University of the State of New 




Interior view of a typical schoolhouse of 1812 



York, a corporation which was to act as the governors of Kings 
College and was also empowered to found schools and colleges 
in any part of the State. Three years later the special jurisn 
diction of the Regents as trustees of Kings College was with- 
drawn. The Regents were empowered to charter colleges and 
to incorporate academies and to have supervision over the same. 
Their jurisdiction was from time to time enlarged so that their 
work embraced libraries, museums, extension teaching and 
study clubs, as well as academies and higher institutions. 

22 




GIDEON HAWLEY 

of Albany. N. Y. 

Superintendent of common schools in New York from 1813 to 1821, and the first 

in the United States; secretary of the Board of Regents from 1814 to 

1841; Regent of the University from 1842 to 1870 

From an oil painting 
owned by the Department 



23 



The Regents in various reports to the Legislature, the first 
as early as 1787, urged the establishment of public elementary 
schools. While Governor Clinton suggested the creation of the 
Regents of the University, he was also the first forcefully to 
urge the establishment of common schools throughout the 
State. As a result of his message to the Legislature of 
1795, an act was passed appropriating £20,000 annually for 
five years "for the purpose of encouraging and maintaining 
schools in the several cities and towns cf this State, in which 
the children of the inhabitants residing in the State shall be 
instructed in the English language, or be taught English gram- 
mar, arithmetic, mathematics, and such other branches cf 
knowledge as are most useful and necessary to complete a good 
English education." 

In 1811 Governor Tompkins was authorized to appoint five 
commissioners to report a plan for the organization and estab- 
lishment of common schools. As a result of their report, legisla- 
tion was enacted in 1812 creating a state system of common 
schools and a state superintendent of common schools. The 
administration of the new system was placed in charge of 
Gideon Hawley, who has been called the father of the common 
school system in this State. As the first common school in the 
country was established in New York, likewise the first state 
system of education was inaugurated by New York in 1812. 

With the establishment of a state system of common schools, 
the educational work in New York State became vested in two 
authorities — the Regents of the University, having jurisdiction 
over the academies and higher education, and the superintend- 
ent of common schools, having jurisdiction over the elementary 
and public secondary schools. During the succeeding years the 
authority of each was from time to time extended as there were 
demands for further supervision and control of the educational 
activities of the State. Though at first the jurisdiction of the 
two authorities was quite distinct, yet as the educational work 
increased there naturally developed an overlapping of authority. 
As early as 1837 Governor Marcy urged a unification of the 
two systems, but without avail. In 1854 the State Depart- 

24 



ment of Public Instruction was created, and a new educational 
era began. The chief officer was a superintendent of public 
instruction, who was elected by joint ballot of both houses of 
the Legislature, for a term of three years, and who was 
invested with all the powers of the former superintendent of 
common schools. During the thirty years immediately preced- 
ing the passage of this law, the Secretary of State had also 
acted as superintendent of common schools. The act of 1854, 
making the Department of Public Instruction an independent 
agency of the government and conferring upon the superintend- 
ent ample powers and authority, was a distinct step toward 
making New York's educational system more efficient and 
progressive. 

In 1869 another effort was made to unify the two great 
educational departments of the State, but progressed little fur- 
ther than the introduction of a bill into the Assembly. Another 
bill having the same objects in view was introduced the follow- 
ing year and was passed by the Legislature, but was vetoed by 
the Governor. 

The succeeding years up to 1904 witnessed the passage of 
many constructive laws commensurate with the growth and 
extension of the educational activities of the State. The powers 
and authority of both the Board of Regents and the Depart- 
ment of Public Instruction increased from time to time, but each 
succeeding year showed the gulf between the two departments to 
be continually widening. As time passed, the people of the State 
became interested in the controversy, and during the last years 
of the old order the Legislature became deeply engrossed in the 
educational situation. The controversy reached a culmination 
in 1904, and the entire problem was happily adjusted by the 
passage of the law, under the decisive influence of Governor 
Odell, known as the Unification Act. All the educational work 
of the State, including the powers and duties formerly exercised 
by the Board of Regents and the Department of Public Instruc- 
tion, is now vested in a single department, under the legisla- 
tive direction of the Regents and the executive direction of the 
Commissioner of Education. 

25 




The main stairway to the second floor 



26 



THE NEW YORK STATE EDUCATION DEPARTMENT 

rE New York State Education Department is charged 
v/ith the general management and supervision not only 
of all public schools but of all the educational work of 
the State. Its jurisdiction extends in varying degrees to the 
district, village and city schools, to the normal schools, the col- 
leges and universities, the professional and technical schools, 
libraries, museums, study clubs, historical societies, and other 
institutions of an educational character. It supervises the 
entrance requirements to, and the licensing and practice of, the 
professions of medicine, dentistry, veterinary medicine, phar- 
macy, optometry, chiropody, and also supervises the certifica- 
tion cf nurses, public accountants and shorthand reporters. 
Through the University of the State cf New York it may 
incorporate any university, college, academy, library, museum, 
or other institution or association for the promotion of knowl- 
edge. 

The Department regularly inspects the educational institu- 
tions within its jurisdiction, licenses teachers, sets up uniform 
standards for the public schools, maintains the State Library, 
the State Museum, and the State Library School, and appor- 
tions to the schools the appropriations annually made by the 
Legislature. 

By the Unification Act of 1904 the former two State educa- 
tional departments known as the University of the State of 
New York (governed by the Board of Regents) and the 
Department of Public Instruction, were brought under one 
department called the State Education Department. The Uni- 
versity of the State of New York was continued as provided by 
the State constitution, and the powers and duties of the 
Regents relating to higher education were not changed. The 
offices of the former executive officers of each department, 
known as the Secretary of the Board of Regents and the Super- 

27 




As the building appeared March 9, 1910 



intendent of Public Instruction, were abolished and the powers 
formerly exercised by them devolved upon a new officer known 
as the Commissioner of Education. The Regents now act as a 
legislative body upon all matters within the jurisdiction of the 
two old departments, and the Commissioner of Education acts 
as the executive officer of the entire State educational system. 

There are twelve members of the Board of Regents, one of 
whom is elected annually by the Legislature for a term of 
twelve years. The statute provides that each of the eight 
judicial districts of the State shall be represented upon the 
Board. The first Commissioner of Education was chosen by 
the Legislature, but since then he is chosen by the Board of 
Regents to serve during the pleasure of the Board. 

The administration of the Department work is done through 
three Assistant Commissioners and fifteen divisions or bureaus. 
The Assistant Commissioners have the same standing, author- 
ity, and responsibility. The First Assistant Commissioner has 
charge of higher education, including matters relating to uni- 
versities, colleges, professional and technical schools and to the 

28 



execution of the educational laws concerning the professions. 
He conducts the correspondence concerning the chartering and 
registration by the Regents of educational institutions and 
organizations, and is charged with the execution of the laws 
concerning the eligibility of candidates for admission to all 
licensing examinations and their preliminary requirements. 

The Second Assistant Commissioner has charge of secondary 
education, including matters relating to high schools and 
academies and the training of teachers therefor. He also has 
supervision of the State Normal College, which is designed to 
train teachers for secondary school work. 

The Third Assistant Commissioner has charge of elementary 
education including matters relating to all schools below the 
academic grade. He also has general supervision of matters 
relating to the State normal schools and all institutions for 
training teachers for elementary school work, of the Indian 
schools, and institutions for the deaf and blind. 

The detailed work of the Department is conducted through 
the various divisions, esich presided over by a chief who is 
responsible to the Commissioner of Education. The work 
which the various divisions assume to do and the methods by 
which it is done are briefly described in the following pages. 
THE STATE LIBRARY 

The New York State Library provides a highly organized 
general reference library (with special attention to law, medi- 
cine, bibliography, Americana, genealogy, social sciences, edu- 
cation, certain of the natural sciences, and technology) for the 
free use, either in person at the Library or through corre- 
spondence, of every person and educational institution in the 
State. Its democratic purpose has never been better stated 
than in the act establishing it in 1818, which declared its object 
to be to found "a public library for the use of the government 
and of the people of the State." For the first quarter century 
the Library was in charge of a board of trustees composed of 
various State officers serving ex officiis. As it grew in size it 
became evident that a more permanent board would be more 
effective and in 1 844 the Library was transferred to the custody 

29 



and control of the Regents of the University of the State of 
New York. 

In its early years the Library was mainly used by the Legis- 
lature and the State courts. In the last twenty-five years its 
scope and activities gradually have been broadened to meet the 
modern conception of a state library's functions until it now aims 
to be the center of all the library interests of the State as well 
as a library for every citizen. 

It preserves and makes accessible to students the public 
manuscript archives of the State and welcomes private collec- 
tions of letters or documents which relate to New York. 

It maintains a special library and staff for the study of 
subjects of legislation, thus actively aiding the enactment of 
wise laws. For nearly twenty years it has compiled and pub- 
lished the only important annual index and review of American 
legislation. Each year it indexes and edits the new laws passed 
by the Legislature. 

To more than 1500 registered libraries and schools in the 
State, which are in effect branches of the State Library, it stands 
ready to lend books which are not in their own or local libraries, 
thus supplementing the resources of every library in the State 
and giving to even the smallest and poorest of these a means of 
more effectively meeting the educational needs of the community. 
This great central reserve of books at the State Library serves 
as a reservoir from which the school, the small college, the city 
or village library, the study club and, through any of the:e 
agencies, the individual citizen, may draw streams of knowledge 
and power into the remotest parts of the State. The State 
Library assists other libraries and their patrons in the choice of 
books by printing and distributing freely lists of the best books 
of each year; by the publication of reading lists on subjects of 
interest; by advice and lists of books given through correspon- 
dence and personal visits. 

It distributes thousands of volumes of the State's public doc- 
uments to libraries, learned societies and educational institutions 
throughout the world. It lends without cost good books, period- 
icals and music in raised type to any blind person in the State. 

30 




Washington's surveying instruments. Owned by the State and in the custody of 
the Education Department 



31 



SCIENCE DIVISION 

The Science Division includes the State Museum and the 
various sections of scientific research represented by the 
Geological Survey with its officials, the State Botanist, the 
State Entomologist, the Mineralogist, the Zoologist, the Archeol- 
ogist and their staffs of assistants. 

Historically the State Museum has been under the charge of 
the Board of Regents since its inception in 1843, but the scien- 
tific research work of the division was independently organized 
in 1836 as the "Natural History of the State of New York." 
Out of that early organization have grown all the present 
activities of the Science Division. This division has heretofore 
devoted the greater part of its energies to the prosecution of 
scientific investigations. The Geological Survey of New York 
dates from 1836 and although the title is not now in common 
use, it has never been abrogated and the work of the survey is 
carried forward by the State Geologist and Paleontologist. The 
knowledge of the geological structure in New York has now 
become very refined and it is probable that few, if any, equal 
areas in the world are as intimately known geologically as is 
the State of New York. The geological problems presented 
have increased rather than lessened with the increase of knowl- 
edge, and the activity of the organization is as marked and as 
profitable to the State today as it has ever been. 

In a commercial sense the geological resources of New York 
have commonly been regarded as of secondary concern but this 
is an erroneous conception. The mines and quarries of New 
York are of great value and the output therefrom today 
approximates $40,000,000 annually. To some considerable 
degree this development of New York's geological and miner- 
alogical resources is due to the work of the Geological Survey. 

In the important science of paleontology, which records the 
succession of events upon the earth. New York has long been 
known for its leading position and influence. The classification 
of the rocks of New York, as based on the succession of life 
preserved in them, has been the generally accepted standard for 
all similar rocks in the western hemisphere. Problems of new 

32 




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Z o 



and significant character are constantly presented by the con- 
tinual study of the rocks, and these are problems which have 
an intimate bearing upon the welfare of the people in the con- 
struction of public improvements and the manufacture of pro- 
ducts essential to the comforts of living. 

The work of the State Botanist for many years has resulted 
in an accurate knowledge of all the plants of the State, both of 
high and low degree, and the profuse flora of this region is now 
intimately understood and the information which the studies of 
the Botanist have adduced has become a matter of real import- 
ance to substantial interests in the State, as well as being an 
exemplification of the advance of botanical knowledge. 

The office of the State Entomologist, established some thirty 
years ago, has had for its special function the control of insect 
depredations upon the agricultural crops and the forests of the 
State; depredations which aggregate an enormous annual loss 
to the people of the State, The work of this section of 
the Science Division has been of an eminently practical 
character, has devised and put into operation various mechanical 
modes of control and, while not restricted to these activities 
alone, has by virtue of them rendered large practical benefit to 
the public. Insects common or rare to the area of the State 
are the proper field of study for this section and the original 
investigations carried on by it have resulted in considerable 
enlargement of the knowledge of insect life and habits. 

The Zoologist is concerned with the study of the large and 
lesser animals of the State, excepting the insects, and his work is 
mainly to present in the State Museum as complete a represen- 
tation as possible of the animal life which properly belongs to 
this political unit. 

The study of the aborigines of New York was one of the 
earliest activities of the State Museum, for among its earliest 
reports are papers by Lewis H. Morgan and Henry R. Schoolcraft, 
bearing upon the Indian culture and records found in New York. 
In recent years the position of Archeologlst has been established 
for the purpose of carrying forward this work in a manner more 
commensurate with its importance to our history and by means 

34 




Steel work around the rotunda 



of excavations and surveys to ascertain and reportray the mode 
of life among the Indians of New York, especially the great 
Iroquois Confederacy which had its home here. A proper work 
of this section of the division is the recording of the traditions 
and customs of the tribes as ascertainable from their survivors. 
The State Museum, though in the first instance regarded only 
as the depository of the materials of research by the various 
scientific officials, has grown to large proportions in all the 
departments of work indicated. It has never had a home 
or halls of display that were at all adequate for its possessions. 
As a consequence of this the scientific materials of the State 
have for a half century and more been hoarded in drawers and 
boxes in several different buildings and for the most part quite 
out of reach of the public eye. The erection of the Education 
Building affords the first opportunity for bringing these materials 
together into one place and of displaying to the people of the 
State an approximately adequate intimation of the natural 
resources of New York. 

35 



ADMINISTRATION DIVISION 

The Administration Division is charged with the responsibility 
of the financial and business affairs of the Department. The 
division was established in 1907. It supplanted the old 
Accounts Division but was given broader administrative 
functions. The special activities of this division have to do 
with finances, publications and printing, and general supervision 
of the Department staff. The division prepares the annual 
budgets of the Department for the appropriation and supply 
bills, certifies to all budgets before payment, conducts all corre- 
spondence with the Civil Service Commission relative to new 
appointments and promotions of employees, and endeavors to 
relieve the Commissioner's office of many matters of executive 
detail both in correspondence and in administrative routine. 

Of the total budget of the Department only a small amount 
is handled directly by the Administration Division. Among the 
payments made directly by the division are the following: 
salaries of Department employees including district superinten- 
dents, purchase of books, grants to libraries, professional 
examinations, traveling expenses, printing, postage, office 
expenses, and maintenance of Indian schools. The number of 
checks drawn during the year in payment of all accounts 
approximates 17,000. 

The apportionments to common schools, academic and union 
schools, and to training classes, together with the maintenance 
of normal schools, represent over nine-tenths of the annual 
appropriations made to the Department. 

The Administration Division is responsible for the character 
and amount of printing throughout the Department. This 
division, however, has nothing to do with the making of 
contracts for printing and has no responsibility in the auditing 
of bills. These matters are entirely in the hands of the State 
Printing Board. The Department printing is paid for in two 
ways. The printing of all blanks and circulars, including the 
Arbor Day annual, is provided for by the appropriation made 
to the Department for that purpose. The annual report and 
the bulletins issued in connection with it are paid for from the 

36 



legislative printing fund. As a result of the many activities of 
the various divisions of the Department the volume of printing 
is large. The very character of much of the work of the 
Department necessitates the sending of a large amount of 
printed matter, such as syllabuses, circulars, certificates and 
blanks to schools, colleges, libraries and other educational 
organizations. 

In one sense the Administration Division may be said to be 
the Department clearing house. Its functions are not only to 
carry such responsibilities as are peculiarly its own, but also to 
render more efficient every other division of the Department 
by increasing the entire efficiency of the organization and mak- 
ing more effective the articulation of the various divisions. 
The division properly performs its various functions only when 
it maintains a high degree of efficiency throughout all the divi- 
sions and enables the entire Department through its varied 
activities to be of the greatest service to the entire State. 

COMPULSORY ATTENDANCE DIVISION 

The Compulsory Attendance Division is assigned the task of 
carrying into successful execution throughout the State the 
various provisions of the compulsory school attendance law and 
portions of the child labor law. The real function of the divi- 
sion is to set up the necessary machinery to carry the laws into 
successful operation and to instruct local school authorities as 
to the necessary steps to be taken to secure the regular and 
complete attendance at the schools of all children within cer- 
tain ages, wherever found within the borders of the State. 

With this end in view it has been found necessary to require 
teachers of district schools to file each month with the district 
superintendents a report of the attendance of all the children 
under their charge. These reports, numbering about 10,000, 
are forwarded by the superintendent to the division. They 
are then carefully examined to ascertain what districts are fail- 
ing to compel parents to obey the provisions of the statute. 
The record of each individual district, in the matter of enforcing 
the attendance law, or failure to enforce it, is kept by means of 

38 




Looking toward the main entrance, from the second floor 



a card system; and thousands of letters are written to trustees 
every year In regard to the poor reports on file at this office. 
When the records show that trustees have failed to take notice of 
repeated warnings, the district is punished by the withholding 
of one-half its public school moneys, for which its trustees may 
personally be made liable to the taxpayers. When moneys have 
been withheld from a school district, the district is then placed 
on probation for a period of twelve months, which affords 
opportunity for local school authorities to execute the law more 
successfully; if proof is furnished by subsequent reports that 
the provisions of the statute are being obeyed, the order with- 
holding school moneys is vacated and the money is turned over 
to the district. But if a period of twelve months should elapse 
before proof of improvement is furnished, moneys withheld 
revert to the State. 

To aid in the enforcement of these laws there are appointed 
annually in the various school districts of the State over three 
thousand paid officers, known as attendance officers, whose 

39 



duty it is to render all possible assistance to teachers and 
trustees in the matter of compelling parents to have their chil- 
dren in school as the statute directs. When necessary, these 
officers are required to take legal proceedings against delinquent 
parents and arraign them in court for prosecution. It further 
devolves upon these officers at times to arrest truant children 
and return them to their parents or to the school from which 
they are truant, or see that they are committed to correctional 
institutions. Much time and labor is expended by the division 
in encouraging and directing these officers, and not infrequently 
is the division compelled to order their summary removal. 

The enforcement of the attendance law in cities is left to a 
great extent in the hands of the local superintendents, but the 
division keeps in close touch with the situation in cities and 
villages by means of reports of visits filed by the Department 
inspectors. In the future it is planned to require monthly 
attendance reports from principals of all city schools, except 
those in Rochester, Buffalo and New York. 

DIVISION OF EDUCATIONAL EXTENSION 

The object of this division is to expand the work of the 
schools by promoting the free use of good books by all the 
people of the State. It is concerned with public libraries, 
traveling libraries and study clubs. 

By its field workers and by correspondence the division is 
expected to reach every existing public library, to come into 
personal touch with managers and officers, to learn at first 
hand the conditions of their work and to encourage and aid 
them in every possible way. 

In any locality where no public collection of books is avail- 
able this division seeks either to place a traveling library or to 
establish a permanent public library. Its representatives visit 
any place where such a library is or may be proposed, explain 
the law, offer the liberal aid and advice of the State, suggest 
methods of operation, seek to develop local interest and press 
the matter to a successful conclusion. 

41 



After incorporation and official inspection a library may 
be registered as maintaining a proper library standard and thus 
become entitled to certain privileges and grants of money 
offered by the State. 

In the course of establishment, incorporation and registry the 
libraries come under State supervision and are thereafter offi- 
cially visited from year to year. Such repeated visitation 
assures the office that the proper standard is maintained, 
arouses fresh interest and imparts a clearer understanding of 
the best methods in library work. It also supplies an official 
record of all the libraries. 

More prolonged attention Is given to individual libraries by 
two library organizers attached to the division. These are 
expert librarians who are ready to give to any new or small 
library two weeks of service in arranging and cataloging books 
with Instruction and aid to local workers. This service Is also 
extremely fruitful In awakening new interest in all that relates 
to the library and in opening new fields. 

The division also serves the libraries in arranging and con- 
ducting each year, in cooperation with the New York Library 
Association, a series of about thirty institute and round table 
meetings. These bring together In all parts of the State small 
groups of librarians and trustees for mutual acquaintance, 
comparing notes, discussing methods and receiving skilled 
Instruction. 

All libraries are required by law to report annually and 
these reports, numbering 1389 in the year 1911, are received by 
this division and a summary of the results is submitted to the 
Legislature and published. 

The State distributes $35,000 a year in sums of $100 or less 
to registered free libraries for buying approved books. The 
necessary applications, allotments, accounts and enforcement of 
conditions are In charge of this division. 

The division has in its charge a stock of about 50,000 vol- 
umes from which hundreds of traveling libraries are annually 
sent out. Some of these libraries are In fixed groups of 
twenty-five or fifty books each, intended for general reading. 

42 




L. 



Some of the detail at the top of the colonnade 



43 




The Resients chamber 



Many more, selected from time to time to accompany the 
study of special subjects, are sent to study clubs. 

Any five persons in the State desiring to hold ten meetings, 
covering a period of ten weeks, for the study of an approved 
subject, may be registered as a study club and receive the aid 
of this division in preparing its program and selecting books to 
be purchased and lent by the State. 

The division also prepares and issues four times a year 
"New York Libraries," a periodical of thirty-two pages devoted 
to the interests of the libraries of the State. Every number 
contains articles contributed by experienced workers in this 
peculiar field, editorial columns, notes from the office and news 
from the libraries. Select lists of books on special subjects fre- 
quently appear. This publication, begun in 1907, is proving to 
be of vital importance as an official organ of communication 
with the scattered libraries. 

Another line of service is the aid offered in the preparation 
of plans for library buildings. Any inquiry in regard to the 
selection of books, library methods, questions of library law or 

44 



any other library matter is cordially received and answered 
according to the best authority which the division can com- 
mand. 

EXAMINATIONS DIVISION 

The Examinations Division is charged with the conducting of 
examinations, the keeping of records and the issuance of 
credentials based thereon. Examinations are conducted in the 
elementary and secondary schools of the State in preliminary 
and in academic subjects; at designated centers in the 
State in subjects required for teachers certificates; and at 
designated centers in the subjects required for licensure and 
certification in the several professions under the direction of 
the Department. 

The preliminary and academic examination questions are 
prepared by a committee of teachers, school officers and Depart- 
ment officials appointed by a State Examinations Board and are 
subject to revision by a special committee. The questions thus 
prepared are edited and printed by the division and distributed 
on request to practically all the schools of the State. Such 
examinations are held in January and in June each year. The 
subjects cover the entire elementary and secondary school field. 
The ratings of the schools are accepted by the Department 
upon all elementary papers, and preliminary certificates showing 
the completion of the preacademic course are issued, upon the 
requisition of the schools, to all successful candidates. About 
32,000 such certificates are issued each year. In the discretion 
of the Commissioner of Education the ratings of the schools are 
accepted upon practically all the academic papers covering the 
first two years of the high school course. All other academic 
papers, numbering about 300,000 annually, are actually rated 
by the division. Pupils who pursue the regular high school 
course and earn seventy-two counts in Regents examinations as 
prescribed, receive an academic diploma. This diploma, of 
which about five thousand are issued each year, meets the 
statutory requirements for admission to the study of any pro- 
fession in the State and in a slightly different form is issued as 
a college entrance diploma. 

45 





415 -r^' xl i ^' ^'^ 



V^l 1 .rl 4 i '< 4 yjilii, ^il 



\''. 



?-.^.*. 



,->-^~t*» • -*-«-^ . 



Teachers certificates are issued partially as a result of 
Regents examinations in the schools and partially as a result of 
special examinations. Under prescribed regulations the classes 
of certificates issued are as follows: temporary; elementary; 
academic; first grade; rural school renewable; state limited; 
state; training class; training school; special — known as kin- 
dergarten, drawing, vocal music, commercial, stenographers, 
elocution, domestic art, domestic science, manual training; 
temporary normal, normal diploma, college graduate limited, 
college graduate professional provisional, college graduate pro- 
fessional, college graduate life, trades schools. All papers 
written by candidates for teachers certificates are rated by the 
division and all licenses are issued directly or through district 
superintendents and city superintendents. 

Question papers for all professional examinations are pre- 
pared by boards of examiners appointed by the Regents. 
There are now boards of examiners in medicine, dentistry, 
pharmacy, veterinary science, nurse training, optometry, 
accountancy and shorthand reporting. The question papers 
submitted by these boards are printed by the division and the 
examinations are conducted by it. The answer papers are 
then sent to the members of the professional boards who know 
the candidates only by number and who rate the papers and 
return the result to the division, which then issues licenses to 
the successful candidates. All correspondence in relation to the 
preliminary and professional requirements for admission to 
these professional examinations is conducted by the division. 
As has been indicated, the statutory basis of admission to the 
study of the professions is graduation from an approved four-year 
high school course or the equivalent. The Department main- 
tains one other large avenue for the admission of candidates to 
the study of the professions in the form of a special academic 
examination which is held three times a year in Albany, 
Buffalo, New York and Syracuse. The largest examination 
occurs in New York City where there are frequently hundreds 
of candidates. The question papers are the same as those used 
in the regular Regents academic examination. The examina- 

47 



tion is conducted directly by the division as is also all corre- 
spondence in relation to it. 

The division has available at all times complete records con- 
cerning all candidates who have been admitted to professional 
examinations under existing statute and complete academic 
records of all pupils who have ever taken Regents examina- 
tions in the schools of the State and also complete records of 
all teachers examinations and all teachers licenses issued. 




Washington relics owned by the State and in the custody of the State Education Depart- 
ment. In the group are included a pistol presented by General Lafayette, 
drawing instruments, gold watch chain with two seals, button 
from his dress coat and table napkin 

DIVISION OF HISTORY 

The office of State Historian was established in 1895. Octo- 
ber 1, 1911, by legislative enactment, the office became a part 
of the Education Department, becoming its Division of His- 
tory. Its head was denominated State Historian and Chief of 
the Division of History. 

An erroneous impression prevails that the State Historian is 
a general recorder, or diarist, of the doings of the State in and 
through its official departments. As a matter of fact the 
activities of this official have always been rather closely pre- 

48 



scribed by law. Under the present arrangement the functions 
of the Division of History are, subject to the regulations of the 
Regents, to collect, collate, compile, edit and prepare for publi- 
cation all official records, memoranda and data relative to the 
colonial wars, War of the Revolution, War of 1812, Mexican 
War and War of the Rebellion, together with all official 
records, memoranda and statistics affecting the relations 
between this Commonwealth and foreign powers, between this 
State and other states and between this State and the United 
States. 

Heretofore the Historian's office has been practically a pub- 
lishing bureau, wherein certain manuscript records of the State 
were selected, copied, annotated, explanatory introductions pre- 
pared and the material thus obtained printed and distributed. 
Several volumes have thus been prepared and published during 
the past fifteen years. At the present time the division is 
engaged In the preparation of a publication to be entitled "The 
Papers of Sir William Johnson," which fortunately had been 
partially prepared before the Capitol fire. This material Is 
being collated as far as possible with the remaining Johnson 
manuscripts, which were badly riddled by the fire. The His- 
torian's office has always been used as a bureau of historical 
Information and research by historians and the public, and all 
Inquiries of a historical nature are referred to It by the other 
State departments. Questions are answered as fully and com- 
pletely as the limited time and equipment at the command of 
the division will permit. 

A strong effort Is being made by the division to interest the 
schools of the State In the history of New York, and it is 
expected that much good will result from this new movement. 

Several legislative acts looking toward the preservation of 
historic memorials have received the attention of the division, 
resulting In definite action In several cases. 

With the removal of the various divisions Into the Education 
Building, allowing a closer cooperation and greater coordina- 
tion of the historical work of the Library, the State Arch- 
ivist, and the Division of Records with the Division of History, 

49 



It is expected that the scope of this division will be greatly 
increased and that with work planned and being formulated its 
usefulness to the State will be greater than ever before. 

INSPECTIONS DIVISION 

The work of the Inspections Division, as its title implies, lies 
chiefly in inspecting and reporting upon those educational insti- 
tutions over which the Department has jurisdiction. This is 
accomplished through the frequent visitation of the thirteen 
inspectors attached to the division. The work of three of 
these is restricted to special fields as follows : (a) the Inspec- 
tion of commercial schools and commercial departments of high 
schools ; (b) the inspection of school buildings and the exami- 
nation of plans for new buildings, and for remodeling or repair- 
ing buildings, at an expense of over $500, except in cities of the 
first and second classes; and (c) the inspection of schools for 
defectives, for Indians, and In State prisons. 

Each of the ten other inspectors Is assigned to the group of 
related subjects in which he Is best fitted to represent the 
Department as a specialist both In the field and in the office. 
In addition to the special assignment, each of these inspectors 
is allotted one of the several districts into which the State is 
divided for inspection purposes and, in this territory. Is held 
responsible for the general inspection of all secondary schools, 
professional schools, technical schools, colleges and universities, 
in so far as inspection is essential to the enforcement of the 
special provisions of the Education Law and of the rules of the 
Board of Regents. Under the former, particular attention is 
given to the enforcement of the statutes relating to compulsory 
education, proper sanitation, and fire protection ; violations of 
these statutes are reported to the division for such action as 
conditions may render necessary. The rules of the Board 
of Regents to which the especial attention of the Inspector 
is directed are those relating to courses of study, standards of 
instruction, adequate equipment for work, and apportionment 
of academic moneys. It Is further incumbent upon the 
inspectors to report on conditions relating to general organlza- 

50 



tion, discipline and instruction in all such institutions, and in 
all their grades and departments. 

The Inspections Division carries on all correspondence rela- 
tive to the construction, remodeling and repairing of school 
buildings; in regard to recommended changes in the general 
organization and methods of instruction and discipline of 
schools; and as to the selection of apparatus and of general 
school equipment. It also passes upon all applications for the 
apportionment of school funds toward the purchase of school 
apparatus. In general, then, the work of the division is to 
bring the schools and Department into close, sympathetic, and 
effective contact. 

LAW DIVISION 

The chief of the Law Division acts as attorney for the 
Commissioner of Education, the State Education Department 
and the Board of Regents in all actions or proceedings insti- 
tuted by or against them in the courts. Appeals and pro- 
ceedings before the Commissioner of Education brought under 
article 34 of the Education Law are referred to this division 
for examination. Reports as to the law and the facts at 
issue therein are submitted to the Commissioner of Educa- 
tion, and decisions are rendered by him. 

Communications and inquiries coming to the Department as 
to the legality of acts and proceedings of school district meet- 
ings, boards of education, trustees and other school authorities 
are submitted to, and passed upon by, this division. The 
division also considers and advises as to all questions involving 
the interpretation, force and effect of the Education Law, other 
statutes relating to education, the Regents rules, and decisions 
and rulings of the Commissioner of Education. The chief of 
the division acts as the legal adviser of the Commissioner 
of Education, the Education Department and the several 
divisions thereof, and the boards of medical, dental, veterinary 
and other professional examiners. 

NEW YORK STATE LIBRARY SCHOOL 

The New York State Library School was the first institution 

ever established for the professional training of librarians. 

52 



J-l£M-; J.CmUj.^V'^ / /u.^Urr/iI<, 4. /ii,.^^/'^4i^ hirer l^i^ 



A page of the original draft of the Emancipation Proclamation in the handwriting 
of President Lincoln, which is owned by the State and in the 
custody of the State Education Department 

53 






,' / '■■ 

/////i c/fv'/,Yi: ,//^^/</;/ 't:^-,>t.r,',i 













A page of the original constitution of New York (1777), 
in the custody of the State Education Department 



54 



Started in 1887 in connection with the library of Columbia 
College, it was removed in 1889 to the New York State Library 
at Albany with which it has ever since been closely affiliated, 
the director of the State Library being also director of the 
Library School and its faculty mainly active members of the 
State Library staff. 

A high professional standard is maintained. Admission is 
limited to graduates of colleges registered by the State Education 
Department and a rigid two-year course of study must be 
completed to obtain the degree of bachelor of library science 
(B.L.S.) which the Regents of the University of the State of 
New York grant to graduates of the school. On account of the 
technical character of the work only a limited number of 
students can be admitted at any one time. The needs of the 
smaller libraries are cared for in the annual six- weeks' summer 
session in which elementary but thorough instruction is given to 
applicants already in library work. 

Nearly four hundred young men and women of New York 
State have, as regular or summer students, received professional 
training here and by far the greater part of the principal public 
and college libraries of the State have at some time had the 
services of librarians or assistants trained at the school. A large 
number of staff assistants of the State Library who have also 
received training in special lines of library work through 
partial courses in the school are giving expert service in other 
departments of the State service. 

In addition to what it has done for its own State, the school 
has a national and even an international reputation, and students 
have come to it from all parts of the United States, from 
Canada, Australia and from every Teutonic nation of Europe 
with the exception of Austria. Its former students hold 
positions in an even greater range of territory and in all kinds 
of libraries. The outlines and published bulletins relating to 
the school's work are in constant demand from instructors in 
other library schools and library apprentice classes, many of 
which trace their origin directly to the New York State Library 
School and have always been in charge of its graduates. 

55 







A view of the west end of the Education Building 



DIVISION OF PUBLIC RECORDS 

The office of Supervisor of Public Records was created by the 
Legislature of 1911. On October 1st of that year the office 
became a part of the Education Department, being designated 
the Division of Public Records. 

The division is charged with the duty of examining into the 
condition of the records, manuscripts and papers which are kept 
and filed in the several public offices of the counties, cities, 
towns, and villages of the State. It also has similar powers 
over the records which are required by law to be kept by any 
public body, board, institution or society created under any 
law of the State in any of its political divisions. The division's 
jurisdiction does not extend to the counties of Kings and New 
York. 

The Education Department, through the Division of Public 
Records, also has exclusive supervision, care and control of all 
public records and papers of any board, institution or society 

56 



now extinct or which becomes extinct, unless such supervision 
is otherwise lawfully provided for. The division provides for 
the restoration and preservation of such records, and may 
make certified copies of the originals. The officers of any 
political division of the State or of any society or institution 
may transfer to the Education Department for safe-keeping 
and preservation any records or documents not in general use. 
The division has found upon investigation that the condi- 
tion of the public records throughout the State is deplorable, 
little or no attention having been paid to the matter by the 
local officials. The division is engaged in an inspection and 
examination of these reccds and the conditions under which 
they are kept. In a large number of instances there is no 
adequate fire protection, and the division is attempting to cor- 
rect such delinquencies. This work is proceeding concurrently 
with personal visits to the various political divisions of the 
State for the verifying of the reports now on record ; for the 
extension of the division's information as to the minor record- 
making and record-keeping offices ; and for promoting general 
publicity regarding public records. 

SCHOOL LIBRARIES DIVISION 

For more than a half century the State has interested itself 
in school libraries and has contributed largely to their upbuild- 
ing and support. Considerably more than a hundred thousand 
dollars is appropriated to that work each year. 

The School Libraries Division was created when the unifica- 
tion of the two school systems of the State took place in 1904, 
and since that time it has directed the school library move- 
ment. 

The State allows each common school district $18 each year, 
and $2 additional for each teacher employed for the full school 
year, provided the district raises an equal amount and the 
whole sum is expended for books, maps and globes that are 
approved by the School Libraries Division. The school dis- 
tricts may raise a smaller amount than that mentioned above 
if they so desire and have it duplicated by the State. There is 

57 







The approach to the Education Building 



58 



no compulsion in the matter and a school district need not 
raise any money for the purposes named unless it wishes to do 
so, but in that case the State makes no allotment of money to 
the district for library purposes. 

Union school districts maintaining an academic department 
are entitled to $268 each year, plus $2 for each teacher 
employed, subject to the same conditions imposed upon com- 
mon school districts. In like manner any city may draw as 
many times $250 as the number of high schools maintained by 
it, plus $2 for each teacher employed in the city system. 

Until recently the School Libraries Division has of necessity 
contented itself with making sure that the books purchased 
were satisfactory in themselves, and that the maps and globes 
were properly constructed. Whether the books and apparatus 
were best suited to the particular district making the purchase, 
the division had no means of knowing. It often happened that 
those making the purchase, through lack of experience, were 
not capable of making the best choice. The problem now 
before the division is to see that the money expended is spent 
to the best advantage and that the books and apparatus pur- 
chased are properly used. The change in the Education Law 
providing for the election of district superintendents who have 
had professional training, and whose territory is small enough 
to make efficient supervision possible, opens the way for more 
effective work in the use of library books and apparatus in 
rural schools than has heretofore been possible. This division 
has prepared and distributed among the districts of the State 
an annotated, graded, classified and priced list of books suit- 
able for elementary school libraries and it hopes to prepare a 
similar list for the use of libraries in secondary schools. It is 
believed that in the near future the school libraries are to be a 
much larger factor in the work of education than has been the 
case in the past. 

STATISTICS DIVISION 

The work of the Statistics Division consists chiefly in gath- 
ering and compiling statistics for all the educational activities 
under the jurisdiction of the Department and in apportioning 

59 




V 



t-^'C*: 



' -t* 




V,' / 






' -'■P 



the public moneys to the schools of the State and keeping an 
accurate record of the same. In gathering the statistics, 
blanks are prepared and distributed to 10,500 school districts, 
900 academic departments and academies, 126 colleges and 
universities, 10 normal schools, 129 training schools for nurses 
and 121 other institutions and associations. These report 
blanks call for the value of property, the number of teachers 
employed, the number of students registered, the financial 
transactions and other matters of general interest. The data 
gathered from these reports make over 230 printed pages. 

The public money for distribution to the public schools is 
divided into two funds. One amounting to approximately five 
million dollars is distributed to the cities and school districts 
maintaining schools for at least 160 days each year as follows: 
to each city and school district having a population of five 
thousand or more and employing a superintendent of schools 
a supervision quota of $800; to each school district with an 
assessed valuation of $20,000 or less a district quota of $200; 
between $20,000 and $40,000, $175; between $40,000 and 
$60,000, $150; and over $60,000, $125. Districts employing 
two or more teachers are also given as many teachers' quotas 
of $100 each as the number of extra teachers employed. To 
each city or school district maintaining a vocational school a 
quota of $500 for the principal teacher and $200 for each 
additional teacher is granted. There is annually appropriated 
$125,000 for training classes and schools. Out of this sum a 
quota of $700 is given to each union school district which 
maintains a training class and the balance is divided, on the 
basis of the attendance, among the cities of the State which 
maintain training schools. 

The academic fund amounting to $650,000 is distributed as 
follows: to each nonsectarian academic department a quota of 
$100; to each public academic department $20 a year for each 
nonresident pupil living in a school district which does not 
maintain an academic department, provided such pupil has been 
instructed in the school for at least thirty-two weeks during the 
year; to each nonsectarian academic department and to each 

61 



common school district an amount equal to that raised from 
local sources up to a certain limit for the purchase of books, 
apparatus and pictures; the balance of this appropriation is 
distributed to all academic departments on the basis of the 
attendance of pupils. 

The Statistics Division also prepares copy for and supervises 
the distribution of about twenty thousand copies of the school 
register each year. All contracts between school districts for 
the education of their pupils are filed with this division as are 
also all papers showing the organization of union free school 
districts. 

DIVISION OF VISUAL INSTRUCTION 

The Division of Visual Instruction collects, organizes and 
lends for free instruction to the educational institutions and 
organizations of the State lantern slides and mounted photo- 
graphic prints; lends large framed wall pictures for schoolroom 
decoration, and passes on such pictures when purchased by a 
school, recommending an apportionment of State money to pay 
one-half the cost of the same, if approved; and likewise recom- 
mends an apportionment of money toward the purchase of 
approved projection apparatus. 

The general recognition of the fact that the mind grasps more 
clearly and firmly what is perceived through the eye has led to 
the common use of visual aids to instruction, but to have much 
educational value pictures must be used with definite purposes 
in mind, must be selected with reference to their intrinsic worth, 
and must be so grouped as to aid the formation of an orderly 
mental image. The selection and organization of pictorial 
reproductions and graphic representations, therefore, receives 
special attention. As opportunities are offered suggestions are 
made concerning the most efficient manner of using such 
material in formal instruction. 

The quality of photographic reproductions counts for much. 
The first aim is to secure the best possible original photographic 
negative of each object chosen. From such negative enough 
copies of slides and photographs are made to supply the demand 
from the many borrowers throughout the State. 

62 










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The New York State Education Department thus undertakes 
to do for its institutions what it would be impossible, on account 
of the cost and labor involved, for any one of them to do for 
itself. Illustrations are provided for a wide range of subjects: 
architecture, sculpture, painting, geography and travel, history, 
literature, physiography, engineering works, industrial activities, 
trade and transportation. 

In the field of schoolroom decoration the aim is to stimulate 
through excellent reproductions an increased interest in the 
study of works of artistic merit, to establish a high standard 
of quality m such reproductions and to encourage communities 
to provide schoolroom walls that conform in all respects to the 
most cultured taste. Attention is paid not alone to the 
selection of subjects for decoration but quite as much to tint- 
ing of walls, framing and hanging of pictures and to the 
placing of these and other decorative elements with reference to 
filling wall spaces in a pleasing manner. 

The established rule of lending is that the borrower has the 
use of the slides, photographs or wall pictures on payment of 
the cost of transportation merely and on condition that they 
are used only for absolutely free instruction. The number of 
slides lent annually to study clubs, libraries, schools and higher 
institutions is approximately one hundred thousand. From 
eight hundred to one thousand wall pictures are constantly out 
on loan. About ten thousand mounted photographs are lent 
each year, chiefly to libraries and study clubs. The demand 
for such aids is steadily growing. 

DIVISION OF VOCATIONAL SCHOOLS 

This division was organized September 1908 and to it were 
assigned the duties incident to the establishment, organization 
and management of industrial, agricultural, trade and home- 
making schools, which receive special apportionments of State 
school moneys. Within the field of this division are the sub- 
jects of drawing, handwork, cooking and sewing for the elemen- 
tary schools; and drawing, manual training, agriculture and 
household arts for the secondary schools. 

65 




The New York State Library School 



Courses in vocational subjects are outlined in the syllabuses 
for elementary and secondary schools. In the elementary 
school, these courses are entitled to have their work considered 
as one-half the value of the v/ork required in these subjects in 
the academic course, and on completing the required number of 
hours in such subjects after entering the high school, the pupils 
are entitled to receive the full academic credit allowed. Local 
courses of study in these subjects are approved by this division 
and an inspection of the results is assigned to it. 

There are three types of vocational schools mentioned in the 
Education Law. First, general industrial schools; second, trade 
schools; third, schools of agriculture, mechanic arts and home- 
making. 

The general industrial school is intended to explore through 
various kinds of vocational work the industrial capacities of 
children, and assumes that a pupil leaves it with some knowl- 
edge of and some preparation for the work he intends to do. 
It provides that five-twelfths of the school program for two 
years shall be given over to shop, laboratory and drawing 

66 



instruction and that the remaining seven-twelfths be devoted to 
book studies which are related as far as possible to the indus- 
trial studies. Shop, laboratory and drawing work varies accord- 
ing to the sex. 

The trade school naturally follows the general industrial 
school type of vocational education. It teaches specific trades 
after the pupils have had thorough vocational experience and 
have decided upon their future work. This type of school 
absolutely abandons any specific instruction in the so-called 
liberal studies. All the culture which the pupil receives comes 
directly from his trade instruction. Each particular trade taught 
forms a school unit in itself and the subjects grouped around it 
are taught by the teacher of that trade. About nine-twelfths 
of the school program is given over to shop practice. 

The schools of agriculture, mechanic arts and homemaking 
are organized in village high schools where many nonresident 
pupils from rural districts are enrolled. Agriculture is not 
introduced merely as a single line of study, but refers to a 
group of related studies forming in itself a scheme of education 
continuing for four years and having the distinct vocational 
purpose looking toward farming as an occupation. Courses of 
study are flexible and adapted to local agricultural conditions. 
The work attempts to bring together the school science and the 
farm practice — to have in the school the "why" and on the 
farm the "how." This course may also be adapted for girls. 

Four-year vocational courses in the high school apart from 
the trade courses already mentioned, have been so developed 
that pupils may elect vocational studies from the secondary 
course of study and group them so as to lead to the fulfilment 
of a vocational purpose as definite as in the case of college 
preparatory studies. Five-twelfths of the weekly program is 
given over to vocational studies and seven-twelfths of the 
program meets the requirements for those studies in the 
academic syllabus which are primarily liberal. The Depart- 
ment grants an academic diploma to pupils who successfully 
complete this course. 



67 



NOTEWORTHY MANUSCRIPTS AND RELICS IN THE 
CUSTODY OF THE EDUCATION DEPARTMENT 

Charter of the Colony from Charles II to the Duke of York, 

1664 

Duke's Laws, 1664-65 

Dongan Laws, 1683-84 

Original Constitution of the State of New York, 1 777 

Original Constitution of the State of New York, 1821 

Original Constitution of the State of New York, 1 846 

Original Proposed Constitution of the State of New York, 

1867-69; rejected except sixth article 

Original Constitution of the State of New York, 1 894 
Original Journal of the Proceedings of the Convention of the 

State of New York to ratify the proposed constitution of the 

United States, held at Poughkeepsie, June 17— July 26, 1788 
Original Ratification of the proposed Constitution of the 

United States by the State of New York in convention 

assembled at Poughkeepsie, July 26, 1 788 

Autographs of all signers of the Declaration of Independence 
Papers taken from the boots of Major John Andr^, adjutant 

general of the British Army in the Revolutionary War 

Original of Washington's opinion of the surviving generals of 

the Revolution, written in the winter of 1791-92, after the defeat 

of General St Clair by the Indians in the autumn of 1791 

Original draft of Washington's Farewell Address, written in 

the spring of 1796 

Tabulated statement of Washington's household expenses 

in 1789 

Autograph draft of President Lincoln's First Emancipation 
Proclamation, September 22, 1862 
Map of the Colony of Rensselaerswyck of about 1632 

69 




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Commissions to Philip Schuyler as major general in the 
Continental Army, 1775, and as surveyor general of the State 
of New York, 1781 

Patent of the Colony of Rensselaerswyck, 1685, New York 
Council Minutes, 1668-1783 

Washington relics, including a pistol presented by General 
Lafayette, gold watch chain and two seals, compass, tripod and 
other surveying implements, table napkin, button from his dress 
coat, etc. 



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A page ot tVie Journal of the proceedings of the New York State 

convention to ratify the proposed Constitution of the United 

States, held at Poughkeepsie June 1 7-July 26, 1 788 

71 



IMPORTANT DATES IN THE HISTORY OF 
EDUCATION IN NEW YORK 

1633 First public school established in New Amsterdam. 

1702 Passage of an act encouraging the establishment of a 
grammar free school in New York City. 

1754 Kings College (now Columbia University) chartered by 
George II. 

1784 Act creating the gospel and school lands passed. 

1784 The Regents of the University of the State of New York 
incorporated. 

1786 Literature fund established. 

1795 Office of town inspector of schools created. 

1795 First act appropriating money for the support of com- 
mon schools passed by the Legislature. The act pro- 
vided that £20,000 should be appropriated annually for 
five years. 

1801 A law passed to raise the sum of $100,000 by lotteries, 
to be used for school purposes. 

1805 Passage of an act ordaining that 500,000 acres of the 
vacant and unappropriated lands of the State should 
be sold and the proceeds made a permanent school 
fund. 

1812 A law passed creating a State system of common 
schools, under the direction of an officer known as the 
superintendent of common schools. 

1818 State Library established. 

1821 Office of state superintendent of common schools, as a 
separate department, abolished and its duties delegated 
to the secretary of state. 

1834 Teachers training classes established in one academy in 
each of the eight judicial districts. 

1836 State Museum organized as the "Natural History of the 
State of New York." 

72 




A view looking toward the Capitol and showing the progress of repairs made 
necessary by the fire of 1911 



73 



1841 County superintendents of schools appointed. Office 

abolished six years later. 
1843 Office of town superintendent of schools created. 

Abolished in 1856. 

1843 First teachers institute in the United States held at Ithaca. 

1844 First normal school in the State established at Albany. 
1847 Schools for Indians established. 

1853 Union free schools established throughout the State. 

1853 First compulsory education law passed. 

1854 State department of public instruction created. 
1856 Office of school commissioner created. 

1863 Second normal school established at Oswego. 

1863 First University convocation held. 

1865 Cornell University scholarships established. 

1865 Regents preliminary examinations first held. 

1867 Rate bills abolished. Schools became wholly free 

throughout the State. 
1878 Regents examinations in academic subjects first held. 
1888 Uniform examinations for state teachers certificates 

adopted. 
1888 Arbor Day established. 
1890 State Normal School at Albany given power to confer 

degrees, and became the State Normal College. 
1895 Passage of the flag law. 
1895 Article adopted in the constitution that the Legislature 

shall provide for the maintenance and support of a 

system of free common schools. 
1904 Passage of the law unifying the two educational systems 

of the State. 

1911 Office of school commissioner abolished and district 
superintendents created. 

1912 State Education Building completed and dedicated. 

74 



STATISTICAL INFORMATION 

The figures given below are taken from the Seventh Annual Report of the Education Department (191 1 ) 

Attendance at elementary schools 

Attendance at secondary schools 

Attendance at normal schools and teachers training classes 

and schools 
Attendance at higher institutions 
Attendance at all other schools 
Number of teachers in elementary schools 
Number of teachers in secondary schools 
Number of teachers in normal schools and teachers training 

classes and schools 
Number of teachers in higher institutions 
Number of teachers in other schools 
Graduates of secondary schools 
Graduates of normal schools and teachers training classes 

and schools 
Graduates of higher institutions 
Value of elementary school property 
Value of secondary school property 
Value of normal school property 
Value of higher institutions' property 
Value of other school property 
Expenditures for elementary schools 
Expenditures for secondary schools 
Expenditures for higher institutions 
Expenditures for normal schools and teachers training classes 

and schools 
Expenditures for other schools 

Expenditures for teachers' salaries in public schools 
Number of public schoolhouses 
Number of school districts 
Number of public secondary schools 
Number of academies 

Number of degree-conferring colleges and universities 
Number of schools of theology 
Number of schools of law 
Number of schools of education 

75 



1 


315 275 




174 337 




10 853 




40 918 




374 986 




38 473 




6 832 




512 




4 789 




2 991 




12 437 




3 069 




5 184 


$171 


155 030 


56 


209 041 


2 


604 233 


132 


684 749 


1 


137 335 


45 


190 332 


12 


870 240 


16 


770 226 




849 567 


1 


184 297 


36 


169 810 




12 094 




11 777 




710 




170 




35 




15 




9 




5 



Number of schools of medicine 14 

Number of schools of dentistry 3 

Number of schools of pharmacy 5 

Number of schools of veterinary medicine 2 

Number of schools of optometry 2 

Number of nurse training schools 129 

Number of schools of engineering 8 

Number of schools of art 4 

Number of schools of music 6 

State normal schools 10 

State normal college 1 

Teachers training schools 15 

Teachers training classes 89 

Number of public libraries 484 
Volumes in public school libraries 3 169 793 
Number of trees planted on Arbor Day, 1890-191 1 357 278 






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Major Andre's pass, owned by the Stale and in the custody of the Education Department 



76 




u 



Program of the Dedication of the New Yorl^ 
State Education Building 

TUESDAY. WEDNESDAY AND THURSDAY 
OCTOBER 15, 16 AND 17, 1912 



TUESDAY, OCTOBER 15th 

Ten a. m. 
Three p. m. 



Informal gathering in Library reading room (228) 
for registration and greetings 



Libraries and museums 

Opening remarks by Hon. Whitelaw Reid 

Ambassador to Great Britain and Chancellor 
of the University of the State of New Yorf^ 

Libraries: 

Address by Dr John Christopher Schwab 
Librarian of Yale University Library 

Museums: 

Address by Prof. Henry Fairfield Osborn 

President of the American Museum of Natural 
History 

Eight-fifteen p. m. 

Elementary and secondary schools 

Elementary schools: 

Address by Dr William H. Maxwell 

Superintendent of Schools, New Yorl^ City 
Secondary schools: 

Address by Dr William J. S. Bryan 

Assistant Superintendent of Instruction in 
charge of high schools, St Louis, Mo. 

WEDNESDAY. OCTOBER 16th 

Ten a. m. 

Educational extension and private schools 

Educational Extension: 

Address by Dr Charles Richard Van Hise 

President, University of W^isconsin 
78 



WEDNESDAY, OCTOBER 16th {continued) 

Private schools: 

Address by Dr William Starr Myers 

Assistant Professor of History and Politics, 
Princeton University 



Th: 



ree p. m. 



Eight p. m. 



Universities and professional schools 
Universities: 

Address by Dr Nicholas Murray Butler 
President, Columbia University 

Professional Schools: 

Address by Dr Henry S. Pritchett 

President, Carnegie Foundation, New York City 
The Value of Historical Studies to the Higher Learning: 
Address by Canon H. Hensley Henson 

Westminster Abbey, London 

Reception 



A reception will be given to all invited guests by the 
Governor and the Regents of the University and 
State officials, with accompanying ladies. This will 
be held in the rotunda of the Education Building 
from 8 to II o'clock. 

THURSDAY, OCTOBER 17th 

Ten a. m. 

Presentation of delegates 

Formal presentation of delegates from institu- 
tions 

Three p. m. 

Dedicatory exercises 

Remarks by Chancellor Whitelaw Reid 
Presentation of the building to the Board of 
Regents by Governor John Alden Dix on be- 
half of the State 
Acceptance of the building by Vice Chancellor 
St Clair McKelway on behalf of the Board 
of Regents 

Dedicatory address by Dr Andrew S. Draper, 
Commissioner of Education 

Brief congratulatory addresses by former Gov- 
ernors Benjamin B. Odell, jr, and Horace 
White 

79 



NEW YORK STATE EDUCATION DEPARTMENT 
The Board of Regents 

The Regents of the University of the State of New York in office at 
least a part of the time the State Education Building has been under con- 
struction are Whitelaw Reid, Chancellor, St Clair McKelway, Vice Chan- 
cellor, William Nottingham, Pliny T. Sexton, T. Guilford Smith', Albert 
Vander Veer, Chester S. Lord, Daniel Beach, Charles A. Gardiner', Charles 
S. Francis, Edward Lauterbach, Eugene A. Philbin, Lucian L. Shedden', 
Francis M. Carpenter, Lucius N. Littauer, Abram L Elkus, and Adelbert 
Moot. 

Commissioner of Educat'.on 

ANDREW S. DRAPER LL.B. LL.D. 

Assistant Commissioners 
AUGUSTUS S. DOWNING M.A. L.H.D. LL.D. First Assistant 
CHARLES F. WHEELOCK B.S. LL.D. Second Assistant 

THOMAS E. FINEGAN M.A. Pd.D LL.D. Third Assistant 

Director of State Library 

JAMES I. WYER. JR. M.L.S. 

Director of Science and State Museum 

JOHN M. CLARKE Ph.D. D.Sc. LL.D. 

Chiefs of Divisions 
Administration, GEORGE M. WILEY M.A. 
Attendance, JAMES D. SULLIVAN 

Educational Extension, WILLIAM R. EASTMAN M.A. M.L.S. 
Examinations, HARLAN H. HORNER B.A. 
History, JAMES A. HOLDEN B.A. 
Inspections, FRANK H. WOOD M.A. 
Law. FRANK B. GILBERT B.A. 
Library School. FRANK K. WALTER M.A. B.L.S. 
Public Records, THOMAS C. QUINN 
School Libraries, SHERMAN WILLIAMS Pd.D. 
Statistics. HIRAM C. CASE 
Visual Instruction, ALFRED W. ABRAMS Ph.B. 
Vocational Schools, ARTHUR D. DEAN B.S. 

The total number of employees in the State Education Department 
October 1, 1912, was 322. 

The Trustees of Public Buildings 

The State public buildings at Albany are under the supervision of the 
Trustees of Public Buildings. Those in office at least a part of the time 
during the progress of the Education Building are Governors Frank Way- 
land Higgins', Charles Evans Hughes, Horace White, John Alden Dix; 
Lieutenant Governors Matthew Linn Bruce, Lewis Stuyvesant Chanler, 
Horace White, Thomas F. Conway; Speakers of the Assembly James W. 
Wadsworth, jr, Daniel D. Frisbie, Edwin A. Merritt, jr. 

During the same period the State Architects have been George L. Heins, 
Franklin B. Ware and Herman W. Hoefer, 

'Deceased 

80 



THE cover, but not including the bronze medallion 
over the main entrance to the State Education 
Building, was designed by Mr Royal Bailey 
Farnum of the State Education Department. 

THE typography, presswork and binding were 
executed by J. B. Lyon Company of Albany. 



ai 




Looking up into the dome of the rotunda 



$2 



